The Role of Quality of Teaching and Learning in Influential Moderate
Recognition of Prior Learning and Experience (RPLE) to the Success of
the Bachelor Education In-Service Teachers Programme (BEITP)
Slameto
Primary Teacher Educational Program, Satya Wacana Christian University, Salatiga slameto_uksw@yahoo.com
Abstract
Problems in this study are: 1) How does the level of success/effectiveness of The Bachelor Education In-service Teachers Programme (BEITP) through the Open/Distance Learning graduate scholar? 2) Is the Recognition of Prior Learning and Experience (RPLE), influence the success of BEITP? 3) Is the quality of teaching and learning moderated the influential of RPLE to the success of The BEITP. This study was conducted based on the assessment of the alumni who had Attended BEITP. The source of data is 32 graduate alumnus of BEITP-ICT SWCU graduated. Data were collected through a self-rating scale consisting of 32 items that have been proven valid and reliable; Data analysis used descriptive analysis and multiple regression models with SPSS for Windows version 20. The level of success of BEITP through the ODL graduate scholar is in middle category (37.50%), high (34.40 %) and very high (28.10%). The height of success of The BEITP is not affected by RPLE or the quality of teaching and learning; quality of teaching and learning become moderator of RPLE influence through the success of The BEITP therefore, BEITP-ICT should be focuses on lecturer in the quality teaching and learning process, certainly not out on the support of material and the lecture tools.
Keywords: Open/Distance Learning, Quality of Teaching and Learning, Recognition of
Prior Learning and Experience (RPLE)
BACKGROUND
To increase the academic qualification of primary school teachers through the program S-1 Primary Teacher Educational Program, using a system Open/Distance Learning or known by ODL S-1 Primary Teacher ICT-based Educational Program (BEITP-ICT). To determine and measure the feasibility and success of the program has also been carried out monitoring and evaluation activities in 2010, 2011, 2012 and 2013. One of the results of the monitoring and evaluation is the increase in the number of participants is not significant, for 5 years has resulted in as many as 76 605 people graduate of the program participants as much as 86 454 teachers (MONE Board PSDMPK & PMP Educator Professional Development Center,
2013). So it is naturally if there is a view that doubt recognition of this program in the completion of an increase in academic qualifications S1.
BEITP program is education providing programs that are specifically reserved for permanent teachers in positions that do not have S1 degree. The programs offered in undergraduate education provision allows teachers have greater opportunity without interfere with the duties and responsibilities (rules no. 58 of 2008), further program is expected to realize the implementation of the teacher education system that is efficient, effective, and accountable as well as offering access of wider educational services without sacrificing quality. Graduation of BEITP program regulated and determined by the College of the organizer in accordance with the rules/guidelines applicable academic. Students who have completed this program are entitled to S.Pd degree and diploma degree from College of the organizers.
The latest developments, pursuant to Presidential Decree No. 8 of 2012 on the National Qualifications Framework Indonesia, undergraduate (S1) is categorized as a technician or analyst positions (not categorized as an expert) who are at level 6. Taking into account the provisions of the National Qualifications Framework Indonesia (NQFI) proficiency level, it appears that a real scholar positions relatively has high position in the structure of Indonesian society, seen from their scientific capacity and its competence (Akhmadsudrajat, 2012).
Monitoring and evaluation is an important part in a program management cycle. The purpose of monitoring and evaluation is to determine the level of achievement and the
qualifications of primary school teachers through this BEITP system using the Open/Distance Learning or known by BEITP-ICT. Even if a part of the monitoring and evaluation ever undertaken of the Ministry of Education, there are still certain parties who doubted this program; so far studies have not been conducted specifically to explore the various factors associated with the success of this program. Thus it is necessary to make study of it.
Problems in this study are: 1) How does the level of success of The Bachelor Education In-service Teachers Programme through the Open/Distance Learning graduated S1 bachelor degree titled S.Pd? 2) Do RPLE influence on the success of The Bachelor Education
In-service Teachers Programme graduate S1 bachelor degree titled S.Pd? 3) Is the Quality of Teaching and Learning moderated the influential of RPLE toward the success of The
Bachelor Education In-service Teachers Programme graduate bachelor degree.
In accordance with the Constitution No. 20 year 2003 on National Education System, Government Regulation No. 19 Year 2005 on National Education Standards, and Constitution No. 14 Year 2005 on Teachers and Lecturers, and the division of authority in the implementation of the decentralization of government and education, the aim of the program Primary Teacher Educational Program set by the Central Government, is Direkorat Jemderal Higher Education. According to the Directorate General of Higher Education, the purpose of BEITP is to prepare candidates of primary school teachers who meet national standards, so that it be proper qualifications, proper quality, proper quantity and proper spreading. Meanwhile, the implementation of BEITP-ICT in the position aims to provide access to primary school teachers to improve their ability to comply with national standards so that meet the proper qualifications and proper quality.
Basically competence profile of BEITP-ICT graduate is the same with S1 graduate profile of Primary Teacher Educational face to face Program. Development of competence profiles of graduates both developed with refer to the Class Teacher Competency Standards ES/MI graduate of Bachelor Primary Teacher Educational Program established by the Directorate General of Higher Education in 2006. Competence ES-MI classroom teachers grouped into four clumps of competence (core competencies). These Fourth clump
In terms of the level of competence, the Decree of the Minister of National Education No. 045/U/2002 on the Level of Competence of Graduation Studies Program at the College declared that the competence of college graduates consists of three levels competence. The thirth level includes the core competencies, competence supporters, and other competencies. Main competence consists of the ability that is absolutely necessary in conducting teacher-education performance, which allows the teacher can take professional decisions in the implementation of duty.The ability to take this decision is the essence of the typical and at the same time ES/MI teachers must have. Supporting competence is the ability tool used to
improve the stability of the implementation of the expert services in accordance with the type and authority. Mastery of this skill mastery confirms the main capabilities. Another
competency is the additional ability that can complete implementation competency of classroom teacher main tasks.
Recognition of work experience and learning outcomes (RPLE) is an appreciation system of the insight, knowledge, skills, values and attitudes that reflect work experience and learning outcomes of teachers that participate in education bachelor degree program (S1) for teachers in position as a reduction of the load studies that must be taken. Work experience related to the period of service, the ability to plan the implementation of learning, and certain achievements obtained in the form of awards, while the learning outcomes related to academic qualifications that have been obtained, trainings have been followed, and academic achievement that achieved (Decree of Education Minister No. 015/P/2009 on the Establishment of Universities Undergraduate Program (S-1) Education for Teachers in Position). The principles that underlie the basic of RPLE application and equivalence calculation of work experience and learning outcomes for the Teacher In the position are as follows: relevance, professional, originality, objectivity, transparency, accountability and systematic
Quality of Teaching and Learning (QTL) is a form of communication that is communication between students subject with teachers, between students and lecturers. In such communication there are transform and transfer of knowledge, skills or attitudes and values of the communicator (educator, lecturer) to the communicant (subject learners, students) in accordance with its intended purpose (Prihatono Yogo, 2014). The process of learning is learning activities undertaken by the system integrated-face lectures and/or mediated, and self-learning systems.
Lecture-face is the process of directed and scheduled interaction between faculty and
students in achieving objectives/competence. Mediated lecture is a process of scheduled interaction between lecturer and student scheduled in achieving objectives/competence
through the use of various types of media and technology.
Self-learning does not mean learning alone but learning initiated by themselves or groups. Students can study in small learning groups or alone by using a variety of learning resources and learning media that are available. Independent study focusing on intrinsic motivation and discipline learning. To that end, students need to have the ability to plan their own learning activities, determining the schedule of learning, as well as conducting learning by studying the teaching materials or from other sources, and carry out tasks. Independent learning is the process of interaction of students with learning resources conducted using self-learning materials, either with the help of a tutorial or without the help of a tutorial. Tutorial is a form of academic learning aid that is directly related to teaching materials, and can be conducted face to face or mediated.
Thus, the success of student learning in this system will be greatly influenced by the discipline, creativity, and perseverance student learning. In addition, students are encouraged to form small study groups consisting of 3-5 people. Study group is a forum for discussion between students in identifying and solving problems. With the study groups, student self-learning effectiveness can be improved.
RESEARCH METHODS
This research is a quantitative inferential. In a study of inferential, conclusion withdrawal is based on the processing of data with a more in-depth statistical methods. By using quantitative research, it can be known the relationship between two or more variables that could explain the symptoms, which examines the effect of variables X1 (RPLE), X2
whether the variable X2 (QTL) as influential moderator of RPLE to Y (Effectiveness BEITP).
The time of this study is the 1st semester of 2014/2015.
The population is alumni of BEITP SWCU that scattered in class 5, in Kebumen, Grobogan, Pati regency, Kudus and Batang regency. The sample is selected randomly taken in one district which is Pati regency, amounting to 32 people.
Source of data from this research is derived from the research object, which is all alumni of BEITP Pati Regency academic year 2013/2014, amounting to 32 people. The data of this study is quantitative ordinal scale which is the data expressed in the form of categories
and ranked. Instruments used have been tested its quality (validity from 0.256 to 0.854, and 0.928 reliability).
RESEARCH RESULT
After the data collected, descriptive analysis was conducted in each variable that has result as following.
Table 1
Descriptive analysis of all variables studied
Mean Median Std. Deviation Minimum Maximum
QTL 3,0625 3,0455 ,26873 2,73 3,64
RPLE 3,4063 3,0000 ,61484 2,00 4,00
BEITP Performances
2,9063 3,0000 ,81752 2,00 4,00
Based on the analysis presented in Table 1 above, it turns average variable value X1
(RPLE), and X2 (Quality of Teaching and Learning), smaller than the median figures, this
Tabel 2 BEITP Performances
Frequency Percent Valid Percent Cumulative Percent
Valid 2,00 12 37,5 37,5 37,5
3,00 11 34,4 34,4 71,9
4,00 9 28,1 28,1 100,0
Total 32 100,0 100,0
From table 2 above, it shows that the rate of success of The Bachelor Education In-service Teachers Programme S1 graduated bachelor degree S.Pd in middle category (37.50%), high (34.40%) and very high (28, 10%), none of which is at a low level. Thus it can be stated that the success of The Bachelor Education In-service Teachers Programme through BEITP S1 graduated bachelor degree S.Pd high levels tend to be very high supported by the data.
After the test for normality and homoginity met, then performed a correlation analysis of the independent variables (X1) RPLE against (Y) The BEITP Performances and
to test whether the Quality of Teaching and Learning moderated the influence of RPLE toward the success of The Bachelor Education In-service Teachers Programme carried out the analysis that has result as table 3 below.
Tabel 3 Coefficientsa
Model
Unstandardized Coefficients
Standardized
Coefficients
t Sig.
B Std. Error Beta
1 (Constant) -27,518 15,856 -1,735 ,094
RPLE 6,316 4,486 4,750 1,408 ,070
QTL 10,434 5,211 3,430 2,002 ,055
Moderator_RPLE_QTL -2,186 1,454 -7,057 -1,504 ,048
a. Dependent Variable: BEITP Performances
moderate the influence of RPLE to the success of The Bachelor Education In-service Teachers Programme acquired a significance level of 0.048; This means that the Quality of Teaching and Learning be moderator supported by the data.
DISCUSSION
BEITP performance program in producing bachelor degree with S.Pd titled is delight enough, how not, the result of the analysis shows to be at a very high level (28.10%), high (34.40%), moderate (37.50%). No one is at a low level. The findings of this study are
consistent with what was found by Bahroom Ramli, Latifah Abdol Latif, and Ahmad Awang Izanee (2014) at the Open University Malaysia (OUM); It is gratifying to note that in 2013
OUM graduates are Generally satisfied with the services provided by the university and that the level of satisfaction in almost all aspects have been improved over the past five years. The aspects covered in this study include: curriculum, assessment system, career guidance, teaching and learning, facilities, and knowledge and skills. In another aspect, the results Showed that OUM study Programmes have had a high impact on the holistic development of graduates, in terms of self-readiness such as maturity, reliance and teamwork.
The high success of ICT-based BEITP is supported by RPLE moderated by Quality of Teaching and Learning. Individually, RPLE and/Quality of Teaching and Learning has no effect, but when it tested with Multiple Regression Analysis (MRA) by placing the Quality of Teaching and Learning as a moderator, supported by the data. Interaction and communication in the BEITP learning with ICT-based involves lecturer factors, students, and learning materials. The development of information and communication technologies, in particular computer and internet technology development, the currently rapid, effect on the development of the concept of long distance learning. Internet becomes a very appropriate medium in distance learning because it can penetrate the boundaries of time and place, or can be accessed anytime, anywhere, multiuser and provide convenience. A variety of learning materials and information in printed form, books, CD-ROM, or video can be accessed directly by the students. Course material can be accessed without being limited distance,
space, and time, could be anywhere and anytime.
so that learning becomes fun, not boring, full of motivation, passion, attract attention and so on.
Quality teaching and learning in university can be defined as one that engages the student in an in-depth and comprehensive, approach to the subject matter, that is, in an active, durable, and critical construction of knowledge integrated with his or her previous knowledge and put to action (Entwistle and Ramsden, 1987). Pennington and O'Neil (1994) proposed eight principles that underscore effective teaching. These are: (1) enhancing students' general capabilities and work-related skills (2) using student experience as a learning resource (3)
encouraging active and co-operative learning (4) promoting responsibility in learning (5) engaging with feelings, values and motives (the affective domain) as well as with intellectual
development (6) fostering an open, flexible, reflexive and outcome - based assessment (7) evaluating teaching and learning to encourage reflective teaching, and (8) developing organization-wide strategies to establish congruence of policies to Enhance physical and material learning environment.
Mojgan Afshari, et al (2009) stated that many of factors affecting teachers' use of information and communication technology; reviews these factors are interrelated. The success of the implementation of ICT is not dependent on the availability or absence of one individual factor, but is determined through a dynamic process involving a set of interrelated factors. It is suggested that ongoing professional development for teachers must be provided to the model the new pedagogies and tools for learning with the aim of enhancing the teaching-learning process. However, it is important for teacher trainers and policy makers to understand the factors affecting effectiveness and cost-effectiveness of different approaches to ICT use in teacher training so training strategies can be appropriately explored to the make such changes, it is viable to all.
End Note
The success rate of BEITP through the open/distance learning graduated bachelor degree in middle category (37.50%), high (34.40%) and very high (28.10%), no one is at a low level. The high success of the BEITP through the open/distance learning graduate scholar is not affected by RPLE or the Quality of Teaching and Learning; Quality of Teaching and Learning be a moderator of RPLE influential toward the success of The BEITP through the open/distance learning graduate scholar therefore, BEITP institutional development should
five key factors that provide a foundation for a good teaching: 1) teacher knowledge, enthusiasm and responsibility for learning, 2) classroom activities that encourage learning, 3) assessment activities that encourage learning through experience, 4) effective feedback that establishes the learning processes in the classroom, 5) effective interaction between the teacher and the students, creating an environment that respects, encourages and stimulates learning through experience.
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